Validating measures of theoretical constructs useful in examining college persistence

dc.contributor.author Healy, Margaret
dc.contributor.department Education
dc.date 2018-08-15T18:31:56.000
dc.date.accessioned 2020-07-02T06:02:19Z
dc.date.available 2020-07-02T06:02:19Z
dc.date.copyright Sat Jan 01 00:00:00 UTC 1983
dc.date.issued 1983
dc.description.abstract <p>This study examined persistence in college using the model proposed by Spady (1970) and modified by Tinto (1975) in which students must be adequately regulated by the institution's values and goals in order to achieve goal commitment and must be adequately integrated into the social system of the institution in order to achieve institutional commitment. The purpose of this study was to develop reliable measures of the concepts, goal commitment and institutional commitment, and to validate them in terms of whether or not they are useful in identifying direct-from-high-school students who will or will not satisfactorily persist from the first to the second year in college. The measures developed in this study were derived from available institutional data (ACT Student Profile Report);Two constructs were developed in order to define the concept of academic integration or goal commitment: success orientation and accuracy of self-perception. The concept of institutional commitment was measured by the single construct of student fit with the environment. The constructs were related to two criterion variables, the student's grade point average and enrollment status;The results generally support the idea that the student's pre-enrollment, non-intellective characteristics are useful in identifying students who are likely to integrate successfully into the academic value system and the social system of the university, thus persisting from the first to the second year. The construct of success orientation had high reliability (r = .74) and was valid. The construct of accuracy of self-perception, while having only moderate reliability (r = .52), was valid. The construct of student fit with the environment was only moderately reliable (r = .54) but it was significantly related to enrollment status and grade point average.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/7718/
dc.identifier.articleid 8717
dc.identifier.contextkey 6323604
dc.identifier.doi https://doi.org/10.31274/rtd-180813-6312
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/7718
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/80626
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/7718/r_8323287.pdf|||Sat Jan 15 01:53:04 UTC 2022
dc.subject.disciplines Higher Education Administration
dc.subject.disciplines Higher Education and Teaching
dc.subject.keywords Professional studies in education
dc.subject.keywords Education (Research and evaluation)
dc.subject.keywords Research and evaluation
dc.title Validating measures of theoretical constructs useful in examining college persistence
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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